BackgroundChildren with attention-deficit/hyperactivity disorder (ADHD) have been reported to experience low self-esteem. Magic, a performing art, when used therapeutically, has been shown to enhance self-esteem in children with neurodevelopmental disorders. However, there is a paucity of evaluation studies using this intervention applied to children with ADHD. PurposeThis single-group study aims to describe the effectiveness of a virtual summer magic camp program to enhance self-esteem in children and adolescents with ADHD. MethodSix children with ADHD, age 8.6-14.3 years, who participated in a virtual magic camp program for children with disabilities, were included in this study. The camp met 3 days a week, about 45 min to an hour each session, over four consecutive weeks for a total of 9 to 12 hours. Participants completed the assessments before the beginning of the camp and post-camp. In addition, participants and their parents were individually interviewed to explore their camp experience at the post-camp data point. ResultsA Wilcoxon signed-rank test indicated that the median ranks of the self-esteem scores at post-magic camp, median=21.5, were significantly higher than the median ranks of the self-esteem scores at baseline, median=19.5, with z=2.23, p=.026. The effect size of the virtual magic camp on self-esteem was .64, which is considered moderate. Findings were validated by the participants describing gains in self-esteem after participation in the magic camp and by the parents' statements regarding the positive impact on their child's psychological well-being. DiscussionThis study supported the hypothesis that children with ADHD who participated in a four-week virtual magic camp experienced enhanced self-esteem. Future studies should investigate the holistic impact of magic camps on children and adolescents with ADHD and include measures that tap into other psychosocial attributes such as social functioning, social skills, and self-efficacy.
Background and ObjectivesArts in medicine programs have emerged as a patient-centered approach that aims to improve health-related quality of life for patients in U.S. hospitals. Storytelling and poetry/monologue recitation are forms of arts-based experiences designed to enhance healing and are delivered by an artist-in-residence. We evaluated the effect of a storytelling/poetry experience on delirium screening scores and patient satisfaction in hospitalized older adults.Research Design and Methods: We conducted an observational pre–post study with a control group in the Acute Care for the Elders (ACE) unit at an academic medical center. A convenience sample of 50 participants was recruited to participate and complete two questionnaires measuring pain, anxiety, general well-being, and distress at hospital admission and at hospital discharge. Multivariable regression models were used to compare delirium screening score (primary outcome) between the control and intervention groups and to adjust for the differences in baseline characteristics between groups.ResultsAt baseline participants in the intervention group were younger and had significantly lower cognitive impairment compared with those in the control group. Participants exposed to the storytelling/poetry intervention had a lower delirium screening score at hospital discharge compared with those in the control group. The result remained significant after adjusting for age, baseline cognitive impairment, and general well-being. Participants in the intervention group reported a high level of satisfaction with the interaction with the artist delivering the intervention.Discussion and ImplicationsAn artist in residence-delivered storytelling/poetry experience was associated with a lower delirium score at discharge in this pilot study. Further larger studies in diverse inpatient settings are needed to examine whether storytelling/poetry interventions or other types of arts in medicine programs can prevent or reduce delirium in hospitalized older adults.
Previous studies have examined the quantitative results of using an organized approach of teaching and learning magic tricks—a therapeutic magic camp—but set aside the qualitative aspect. The purpose of this qualitative study is to explore the interpretation of the lived experience of children with hemiparesis after they have participated in a therapeutic magic camp. Six children, aged between 11 and 14 years old, with hemiparesis who completed the magic camp program 3 months prior were invited to participate in an in-person individual semistructured interview. The interviews were audio-recorded and transcribed verbatim for content analysis. Results from the initial qualitative analysis yielded categories of enjoyment, positive social and learning experience from participation in the camp, increased confidence, and self-motivation to use the affected upper limb. These categories were grouped into two themes: “having fun with others while learning” and “helping my arm perform.” Having fun with others while learning was an amalgamation of fun, and positive social and learning experience. Helping my arm perform reflected a sense of increased competence and self-belief, and a willingness and motivation of the children to attempt challenging daily activities. The lived experiences of children with hemiplegia who participated in an organized delivery of learning to perform magic tricks yield-ed positive outcomes. These themes are consistent with the limited literature that is available suggesting that further research is needed to confirm the efficacy of the therapeutic magic camp intervention.
Purpose: This study was conducted to describe the development and validation of the Hocus Focus Magic Performance Evaluation Scale (HFMPES), which is used to evaluate the competency of health professions personnel in delivering magic tricks as a therapeutic modality. Methods: A 2-phase validation process was used. Phase I (content validation) involved 16 magician judges who independently rated the relevance of each of the 5 items in the HFMPES and established the veracity of its content. Phase II evaluated the psychometric properties of the HFMPES. This process involved 2 magicians using the HFMPES to independently evaluate 73 occupational therapy graduate students demonstrating 3 magic tricks.Results: The HFMPES achieved an excellent scale-content validity index of 0.99. Exploratory factor analysis of the HFMPES scores revealed 1 distinct factor with alpha coefficients ≥0.8 across the 3 magic tricks. The construct validity of the HFMPES scores was further supported by evidence from a known-groups analysis, in which the Mann–Whitney U-test showed significant difference in HFMPES scores between participants with different levels of experience in delivering the 3 magic tricks. The inter-rater reliability coefficients were ≥0.75 across the 3 magic tricks, indicating that the competency of health professions personnel in delivering the 3 magic tricks could be evaluated precisely.Conclusion: Preliminary evidence supported the content and construct validity of the HFMPES, which was found to have good internal consistency and inter-rater reliability in evaluating health professions personnel’s competency in delivering magic tricks.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.